TITLE

A COMPARATIVE STUDY OF USING BILINGUAL AND MONOLINGUAL DICTIONARIES IN READING COMPREHENSION OF INTERMEDIATE EFL STUDENTS

AUTHOR(S)
Hayati, A. Majid; Pour-Mohammadi, Majid
PUB. DATE
September 2005
SOURCE
Reading Matrix: An International Online Journal;Sep2005, Vol. 5 Issue 2, p61
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
Reading as a basic and complementary skill in language learning is remarkable in keeping one abreast of new findings and increasing one's academic and professional position. In this regard, dictionaries can play crucial role in different processes of language learning including reading comprehension. The purpose of this study was to investigate the impact of bilingual dictionary compared with monolingual on reading comprehension of intermediate EFL students. The participants in the experiment were forty-five intermediate EFL students studying at Shahid Chamran University of Ahwaz. They had been screened out from a larger population by means of a proficiency test. They were then divided into three equal groups: bilingual group (BG), monolingual group (MG), and control group (CG), and took the same reading comprehension test but each group used a different strategy. That is, BG used only bilingual dictionary, MG used only monolingual dictionary and CG could take advantage of guessing ability and contextual cues no reference to any kind of dictionary. The results of this study indicated that BG scored the highest (M=16.86), followed by MG (M=16.26) with CG doing the lowest (M=14.73). These findings revealed that using dictionary during reading can aid intermediate EFL students to comprehend a text more efficiently. As ragards the effectiveness of bilingual dictionary, the response to the research question is that, as a powerful pedagogical tool, it can appear as useful as monolingual one in reading comprehension of intermediate EFL students.
ACCESSION #
18487602

 

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